School Readiness and Later Achievement: Replication and Extension Using a Nationwide Canadian Survey

Autor/inn/en	Romano, Elisa; Babchishin, Lyzon; Pagani, Linda S.; Kohen, Dafna
Titel	School Readiness and Later Achievement: Replication and Extension Using a Nationwide Canadian Survey
Quelle	In: Developmental Psychology, 46 (2010) 5, S.995-1007 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0018880
Schlagwörter	School Readiness; Prosocial Behavior; Mothers; Academic Achievement; Hyperactivity; Predictor Variables; Young Children; Foreign Countries; Kindergarten; Mathematics Skills; Literacy; Mother Attitudes; Attention Control; Scores; Conceptual Tempo; Anxiety; Depression (Psychology); Tests; Surveys; Canada; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Mother; Mutter; Schulleistung; Hyperaktivität; Prädiktor; Frühe Kindheit; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Mutterliebe; Aufmerksamkeitstest; Angst; Examination; Prüfung; Examen; Survey; Umfrage; Befragung; Kanada
Abstract	In this article we replicate and extend findings from Duncan et al. (2007). The 1st study used Canada-wide data on 1,521 children from the National Longitudinal Survey of Children and Youth (NLSCY) to examine the influence of kindergarten literacy and math skills, mother-reported attention, and mother-reported socioemotional behaviors on 3rd-grade math and reading outcomes. Similar to Duncan et al., (a) math skills were the strongest predictor of later achievement, (b) literacy and attention skills predicted later achievement, and (c) socioemotional behaviors did not significantly predict later school achievement. As part of extending the findings, we incorporated a multiple imputation approach to handle missing predictor variable data. Results paralleled those from the original study in that kindergarten math skills and Peabody Picture Vocabulary Test-Revised scores continued to predict later achievement. However, we also found that kindergarten socioemotional behaviors, specifically hyperactivity/impulsivity, prosocial behavior, and anxiety/depression, were significant predictors of 3rd-grade math and reading. In the 2nd study, we used data from the NLSCY and the Montreal Longitudinal-Experimental Preschool Study (MLEPS), which was included in Duncan et al., to extend previous findings by examining the influence of kindergarten achievement, attention, and socioemotional behaviors on 3rd-grade socioemotional outcomes. Both NLSCY and MLEPS findings indicated that kindergarten math significantly predicted socioemotional behaviors. There were also a number of significant relationships between early and later socioemotional behaviors. Findings support the importance of socioemotional behaviors both as predictors of later school success and as indicators of school success. (Contains 8 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10